Raising the Achievement of Pupils (RAP) - SSAT · PDF fileRaising the Achievement of Pupils...

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Raising the Achievement of Pupils (RAP)

Weekly RAP Meetings as a strategy for raising standards

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Overview

• What are RAP meetings?

• How do we prepare for them?

• How are the meetings run?

• What are the actions afterwards?

• What are the impacts?

• What are we seeking to improve?

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What are RAP Meetings?

• Weekly meetings to discuss student progress

• 8.00 – 8.30 every morning

• Reps from all key subjects, RSL and SLT

• Key students discussed each week

• Based on objective data supported by contextual information

• Action focused

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Year 12 RAP, Thursdays

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Year 11 RAP, Wednesdays

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Year 10 RAP, Mondays

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How do we prepare for them?

• Key students are selected a week in advance (normally up to 10 students)

• Student data is sent to all teachers

• Every teacher provides comments

• Head of department collates and QAs comments

• Students are interviewed by the Head of Year

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How are the meetings run?

• The RSL chairs the meeting

• Each student is discussed in turn

• Each subject area shares comments

• Ideas are shared and challenged

• Specific action for each student is agreed and recorded

• More general strategies or trends are identified but discussion stays focused on the individual

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Key Stage 3 Student Summary

Shombo, Jason - 7S2Ethnicity: V Q NV Spa EAL FSM PP SEN

Other Black African 85 88 90 86 Y N Y N

Eng. KS2 R: 4b Target: 5c Ma. KS2: 4b Target: 5c

7z/En4 [EF ] 31 7z/Ma4 [OM ] 31

T1 T2 T3 T4 T5 T6 T1 T2 T3 T4 T5 T6

4b 4c 4b 4a !! !! 4c 4c 4b 4a !! !!

-2 2 2 - - 0 2 2 - -

4b 5c 4a 5c !! !! 4a 4a 4a 5c !! !!

-4 0 -2 0 - - -2 -2 -2 0 - -

Exam 4c Exam 4b

Curr. Curr.

EOY EOY

Sci. BL: 4b Target: 5c

7z/Sc4 [RPE ] 31 3b 3a 4b 3

T1 T2 T3 T4 T5 T6 2a 3c 3b 2

4b 4b 4b 4b !! !! 3c 3a 3a 2

0 0 0 - - 3c 3b 4c 3

4a 4a 4a 4a !! !! - - -

-2 -2 -2 -2 - - 3a 3c 3a 0

Exam 4b 2a 3b 3a 3

2b 2a 3c 2

Step up 3b 3a 4c 2

Last Rap - - 3b 4c 4b 3

1c 3c 3b 7

Drama

BL

T4

Cu

r.

T4

EO

Y

BL

-E

OY

Art

Geography

Curr.DT

EBC

PE

Spanish

History

ICT

Music

EOYFrench

ContextAll contextual factors are displayed for the student. This lets us see what categories the student may be part of.• Are they pupil premium?• Were they a high attainer at

KS2?• Do they have SEN? Or • are they EAL?

Data Collected from TeachersAlways shows the most recent data collection for Eng/Maths/Science• Compares where they currently

are Compares their predicted level against EOY target

• Colour codes depending on if they are predicted to achieve target

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Key Stage 4 Student Summary

ContextAll contextual factors are displayed for the student. This lets us see what categories the student may be part of.• Are they pupil premium?• Were they a high attainer at

KS2?• Do they have SEN? Or • are they EAL?

Progress/Attainment 8• Which subjects do we

predict will contribute to each bucket?

• Are they making expected progress?

• What is their predicted attainment 8 grade?

Data Collected from TeachersAlways shows the most recent data collection• Compares where they

currently are to were they are predicted to be at the end of year 11

• Compares their predicted grade against expected attainment 8 grade.

• Shows what set they are in and who their teacher is

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Sixth Form Student Summary

ContextWhat did they achieve at GCSE?What are their minimum ALPS targets?

Data Collected from TeachersAlways shows the most recent data collection• Shows who their

teacher is and their current grade and end of year prediction

• Compares predicted grades with aspirational poly targets

Year 13 Only• Will show their results

from year 12• Displays their current

UCAS offers and indicated whether they are predicted to safely meet those offers or not

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Year 8 Example

Questions that might be raised in a RAP meeting:• Why have English and

Maths predictions both dipped but Science has improved?

• What is happening in Science that can be transferred to English?

• Why has the English current level gone up but the English EOY prediction gone down?

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Questions that might be raised in a RAP meeting:• Why is Maths performance so much

higher than English yet KS2 English was higher than Maths?

• What is happening in Maths and Science that can be transferred into English?

• Should ICT be dropped in order to focus on English?

Year 11 Example

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Questions that might be raised in a RAP meeting:• Why is English outperforming

Maths yet the GCSE performance in Maths was better?

• What is happening in Economics that can be transferred to Maths?

• What Maths intervention is needed and how can we ensure attendance?

• What other University options can be considered if Clearing is needed?

Year 13 Example

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What are the actions afterwards?

• Specific to each student

• Conversations with key members of staff

• Targets set

• Placed on report

• New teaching strategies shared

• Teaching/teacher changes

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What are the impacts?

• Better understanding of their priorities

• Improved progress and greater motivation

• More consistent approaches between subjects

• Greater attention from a variety of staff

For students:

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What are the impacts?

• Sharing of strategies

• Challenging of practice

• Checking of data accuracy

• CPD and peer-accountability

• Greater focus on students as individuals

• Leaders of students not leaders of subjects

For staff:

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What are we seeking to improve?

• Greater student involvement

• More focused and guided conversations

• Greater challenge

tplumb@woolwichpoly.co.uk